A NOTE FROM CALIFORNIA CAMPUS COMPACT
CACC staff are working from home, but we are accessible by phone and email. Below are various resources culled from a wide range of sources. We hope you find these helpful. New resources are highlighted in BLUE so you can keep track of new additions if you return to this page regularly. Last updated: 11/23/2020.
GENERAL COVID-19 and HIGHER EDUCATION RESOURCES:
- VOTER RESOURCE: Preparing to Support Students Voters if Campuses Close. Inside Higher Ed 9/23/20
- Let’s Go to College California is a virtual hub that delivers timely information about evolving campus plans, financial aid, distance learning, mental health supports, transfer options and more. Led by students, Let’s Go to College California also includes a social media component, virtual programming and e-blasts providing multiple ways for students to engage.
- AAC&U COVID-19, Anti-Racism, and ONline SLresource list.
- Centering Student Needs (from Inside Higher Ed 7/14)
- How college students can help reopen America (from Inside Higher Ed )
- Inside Higher Ed released their newest special report, “Taking Colleges Online: How Smart Institutions and Their Leaders Can Approach Online Education Now and in a Postcoronavirus World.” It is designed to guide campus administrators and faculty leaders through the process of building a sustainable and scalable presence online. 6/22/20
- CSUCreating Virtual and Remote Service-Learning Experiences (three part webinar series).
- Standing Up for Our Communities. How our colleges can serve our communities now. Inside Higher Education, 5/29/20
- Campaign for College Education’s latest publication, Financial Aid in California: Ensuring Funding for College Opportunity, provides an overview of state and federal aid available to California college students, identifies gaps in aid, and offers recommendations to ensure that our students with the most need for financial aid can afford a college education.
- Searchable database: How much will colleges and universities get in emergency stimulus funds in California and nationally?
- National Student Survey: Higher Ed & COVID-19 – study reporting how COVID-19 has impacted their decision to attend college
- Maximizing impacts of CARES Act Emergency Aid funds for students.
- The Institute for College Access & Success – Resource list for Student Loan Borrowers – tools and advice for students and borrowers impacted by the Coronavirus.
- COMPACT MEMBERS MOBILIZING FOR COMMUNITIES IN A TIME OF CRISIS – please read the latest blog post from Campus Compact president Andrew Seligsohn
- Campus Compact is seeking contributions from you – MUTUAL AID MOMENTS! Mutual aid systems are an essential aspect of human life. They are hyper-local systems of community support in which community members take responsibility for each other to ensure that everyone’s immediate needs are met. Please share your examples.
- Iowa/Minnesota Campus Compact created a blog post that is being updated regularly: this is a helpful post regarding strategies engaged campuses can take, with some targeted guidance for partners.
- Northeastern University created an online resource page for SL faculty related to COVID-19. They are updating it regularly. Find it here.
HIGHER EDUCATION LEADERSHIP & MAKING THE CASE FOR COMMUNITY ENGAGEMENT:
- California Campus Compact’s The Urgency and Relevance of Community Engagement: How Institutional Values are Manifested through Commitment to the Public Good.
- Coronavirus and the campus: How can US higher education organize to respond? This is a good piece to read. McKinsey March 2020.
- Universities must help shape the post-COVID19 world, University World News (this is a very good piece), 4/18/20
- Public Engagement in the Time of COVID-19; Inside Higher Ed 4/16/20
- All Educational Institutions Should Include “Serving Others” in Their Mission.An article focusing on Jesuit Institutions. Forbes, 4/16/20
- America needs public service to rebuild the nation in the new era. The Hill, 4/14/20
- Colleges should play an important role in the U.S. Census, even and especially in light of the pandemic (opinion) 4-13-20
- Assessment on COVID-19 and Community Engagement – GivePulse has been culling data submitted by higher education institutions on how they are dealing with COVID-19. There is also information about community partnerships. Visit their BLOG to read more.
- Contagious Civic Engagement (by Michael Roth) – an article about the importance of civic engagement at this time. 3/30/2020
- Priorities to guide short-term financial decisions (letter from the president of the University of Missouri)
- How Colleges are Stepping Up to Fight COVID-19 (FORBES)- 3/27/20 – contains some great examples of what colleges are doing.
- Prioritizing the Urgent, the Important, and the Necessary Inside Higher Education 3/25/20
- Susan Resneck Pierce advises presidents and boards on how they should respond to the myriad challenges and dislocations caused by the coronavirus pandemic. 3/24/20
- College presidents – survey results College presidents fear financial, and human, toll of coronavirus. (Inside Higher Education) 3/27/20
DIVERSITY, ANTI-RACISM RESOURCES:
- On June 22, ACE hosted a virtual summit, “Race and Crisis at a Crossroads,” in partnership with American University. It brought together over 100 higher ed professionals to discuss findings from a new ACE report and to explore what institutions can do going forward.
- Resources for Immigrants, Parents and Educators During COVID-19 Crisis – From the Immigrant Learning Center.
- Stop Hate AAPI: report hate/related incidents in multiple languages
- Zoombombing – how to prevent zoombombers (tips/USC site)
- Inside Higher Ed – Zoombombing Attacks disrupt courses with racist, pornographic content – 3/26/2020
- Zoom and privacy concerns
- COVID-19 Racial Equity & Social Justice list includes information that helps communities and activists as they work to understand and respond to the moment and for the long haul.
- Asian-Americans and Asians around the world have noted a spike in discrimination and xenophobic attacks.
- Here is the direct link to the CDC stigma page.
ONLINE SERVICE & SERVICE-LEARNING RESOURCES:
- NEW!!! Virtual Service-Learning at Cal Poly. https://youtu.be/wgZRWmB6V1c
- Reimagining Service learning in the digital age. 9/23/20 Inside Higher Ed
- Topic: e-Service-Learning Best Practices and Shared Experiences
Date: Jul 30, 2020 This is a good training (especially after first 30 min).
Access Password: *FQcn8$j
- Tips for Better Online Teaching and 6 Quick Ways to be Inclusive (Chronicle of Higher Education 7/23/2020)
- CSU Creating Virtual and Remote Service-Learning Experiences (three part webinar series).
- Teaching Remotely during COVID-19 CSU Teaching and Learning Center Resource
- Social Distancing is No Reason to stop Service Learning – Just do it Online 5/14/2020
- Mercer College has recorded episodes that include concrete steps for how faculty and staff have modified classroom service partnerships and outreach in the face of COVID-19 distancing. Check it out at SoundCloud or read episode transcripts on their website.
- 15 Fall Scenarios for Online Higher Education
- Coronavirus as a Teachable Classroom Moment Engaging Students Across the Curriculum. Campus Election Engagement Project (CEEP) pulled together examples from diverse disciplines of issues to address in the classroom and some quick suggestions for ways to approach them.
- FBI Warns of teleconferencing and online classroom hijacking during COVID-19. 3/30/2020
- Zoom blog: How to keep the Party-crashers from crashing your zoom event. (see above in Diversity section for other zoom tips)
- The Chronicle of Higher Education posted the helpful article Going on online in a hurry: what to do and where to start: – it outlines 6 steps to help instructors kick-start their thinking as they are moving online. These seem like they could be modified to be more responsive to SLCE.
- The AmeriCorps site has a useful guide that they use with their grantees, project partners, members and volunteers. Their teleservice policy may be helpful for some types of student/partner situations. CACC has an example of a form that you can use – contact Elaine if you would like her to send it to you.
- Download this free Chronicle collection for must-read advice guides and opinion pieces on online learning. You’ll get the insight and analysis needed to make the adjustment to teaching a full roster of courses online, if that time comes.
- Teaching in Times of Crisis: a blog put together at Vanderbilt in the wake of 9/11 also has useful information about engaging students in processing their own/those closest to them experiences and engagement with crises [in this case the Pandemic].
- Accessible Teaching in the Time of COVID – 19: another blog; doesn’t address community-based experiences specifically rather it is focused on disability and access issues. One of the helpful recommendations among many in this posting was to consider conducting a syllabus hack-a-thon or design charrette. Instructors can distribute mid-semester course evaluations and ask students to collaborate in small groups (accessed digitally) to participate in hacking and tinkering with the educational process. Use the opportunity for course redesign to teach them valuable lessons related to project/course topic. This could easily be adapted for use re: service and experiential learning or civic learning.
- Center for Civic Reflection: use one of the discussion plans, facilitator summaries and additional resources available to engage students in reflective dialogue on a range of topic with the current crisis as the source of experience.
- Jon Westover (Utah Valley University) offered a link to his recent Advance HE webinar on doing service-learning in an online class.
- Community-Engaged Teaching during Suspension of Face-to-Face Classes – Michael Valliant, Director, IU Service-Learning Program, Center for Innovative Teaching and Learning (CITL), IU Bloomington
- Continuing community engaged teaching during COVID-19 – IUPUI Center for Service & Learning
- Community-Based Learning and COVID-10 – Jennifer Alkezweeny, Teaching, Learning, and Engagement Associate, Portland State University
- Teaching an Online Social Action Course webinar 3/13/20 – Bonner Foundation
SPECIFIC EXAMPLES & CASE STUDIES
- Sacramento State offers drive in wifi amid coronavirus-induced online classes.
- Example of Student organized response (Student Relief Fund): https://www.studentrelieffund.org/?fbclid=IwAR0isK02NJbBWe14rkfo25AuNHygyoEHSDpzWGPG9kbrGVOZ-vZ5ASsbOwI
- Activity with Seniors – TimeSlips is collaborating with aging services organizations to invite people to write letters and cards to older adults in care homes. You will find a link to a webinar they just had as well as resources that describe the project. Recorded Webinar here.
- Example of Mapping Food Distribution!A group of Stanford University graduate and undergraduate students majoring in journalism, chemical engineering, education and epidemiology built a map so families can find their nearest school food distribution site throughout the Bay Area. http://mercurynews.ca.newsmemory.com/?publink=34892eb8a
- “Ready Campus” is designed to provide all colleges and universities a flexible, adaptable planning guide to prepare their own campuses for emergencies. This 2005 resource once resided on the federal website (ready.gov) and while somewhat outdated, it may offer some valuable best practices for our campus members.
- Colleges use 3d-printers to create masks during covid-19 outbreak
HEALTH, EMOTIONAL SUPPORT & OTHER RESOURCES
- Zoom Exhaustion is real – here are 6 ways to find balance and stay connected – Mindful 4/6/20
- How to perfect your home-work set up (ergonomics)
- Loans available to Nonprofits in the CARES Act
- VIDEO – In it for the Long Haul: Overcoming Burnout and Passion Fatigue as Change Agents
- That discomfort you’re feeling is grief – Harvard Business Review 3/23/20
- Why you should ignore all that corona-inspired productivity pressure – Chronicle of Higher Education 3/27/20
- Crisis Text Line
Text SHARE to 741741 to reach a crisis counselor, 24/7, for free, confidential support.
Crisis Text Line counselors are available to connect about anxiety related to the novel coronavirus, isolation, students’ concerns about school, financial stress, and other concerns.
- Meditations for Focus, Stress, Sleep—and Even Handwashing
The Headspace app is offering a free set of meditation, sleep, and movement exercises, “Weathering the Storm,” specific to this time; a free suite of tools and guided meditations for business and employees, and free Headspace Plus accounts for providers who work in public health settings.
- Dance Classes At Home
ODC – Join ODC’s teachers and community online while the physical studio doors are closed.
- Exercising during a Pandemic
The Atlantic – Expert advice on getting exercise at home or while maintaining social distancing. Contains links to some exercise resources.
- Listen to Coronavirus BONUS: Beat Your Isolation Loneliness from The Happiness Lab with Dr. Laurie Santos on Apple Podcasts. https://podcasts.apple.com/us/podcast/the-happiness-lab-with-dr-laurie-santos/id1474245040?i=1000468548405
- COVID-19 Resources from the NATIONAL COALITION FOR DIALOGUE & DELIBERATION (NCDD) Community https://docs.google.com/document/d/1lPIlL4Cktzse5xKeIbMz0C6s747neqO6vUD0K_JAAjY/edit
- 2020 Census: What college students need to know to be counted in the right place. The U.S. Census Bureau’s Public Information Office has released a video that provides
- guidance for both on-and-off campus college students to be counted in the right place.
- Epidemic Preparedness for Community Organizations – This program walks organizations through a process to learn about potential epidemics, serve their members and serve their communities before, during and after an epidemic.
UPCOMING WEBINARS & DIALOGUES:
Campus Compact’s webinar series is back for Summer 2020 with a special series focused on the needs of campuses as they think about how to prepare for the Fall semester in light of COVID-19. Webinars touch on topics like online service-learning, partnerships, and risk management. Each session will include a 30-minute breakout group to discuss these topics with colleagues from across the country, share insights, and ask questions. Join us.
A reflection by Catherine Milton, founding director of Stanford University’s Haas Center for Public Service.
Don Kennedy’s first commencement speech as President of Stanford University called upon graduates to devote some of their time and talent to public service. His first use of discretionary money was to hire me, Catherine Milton, as his Special Assistant on Public Service. He understood the times —students were getting the message that “greed is good” and that making a lot of money was the career goal they were hearing.
But he knew that students had a deep desire to “make a difference” and if asked, they would serve. He knew, from his first-hand experience as Commissioner of the Food and Drug Administration (FDA), that service could give deep meaning to one’s life. During his presidency at Stanford, Don made the public service center, now called the Haas Center for Public Service, a key initiative. Because of his national service and his efforts to create a Public Service Center at Stanford, he could speak with authority about the need for higher education to prepare students for lives of engaged citizenship.
In 1985, when approached by Frank Newman, the head of the Education Commission of the States, to join a conversation with Howard Swearer of Brown University and Fr Healy of Georgetown University to figure out how they could use the presidential platform to impact the national conversation, Don enthusiastically joined forces. As his special assistant, I worked closely with Susan Stroud and Jack DeGoia, to help plan the first meeting of college presidents. Invitations went out to about a dozen college presidents and a few media and national leaders including John Gardner. Everyone came and the enthusiasm in the room was palpable. They were presented with guiding principles of the role of public service in higher education and the idea that college presidents should be leaders in this movement. Within a few short weeks, more than 100 university presidents signed on to the principles and the plan of action for what became known as Campus Compact.
The three founding presidents chaired Campus Compact for the first three years. Don’s rare combination of sharp intellect, savvy political intuitions, and a very quick sense of humor made the meetings enjoyable and productive. Don led the Compact’s early work on service learning, finding ways to encourage faculty to integrate service into the curriculum and to share best practices through the national Campus Compact. The number of college presidents engaged with Campus Compact grew rapidly, and in 1988 Don partnered with UCLA Chancellor Charles Young to launch California Campus Compact. This spurred the creation of a state and regional network for Campus Compact and resulted in over 1000 higher education institutions joining Campus Compact over the next 30 years.
Don left his mark on thousands of colleges and universities in this country. He also helped to encourage Congress to create the Commission on National and Community Service, which led to the launching of AmeriCorps and Serve America. Helping to create Campus Compact was one of the accomplishments that made him the proudest and happiest. There are countless students who have been impacted by his vision and hard work.
To learn more about Don Kennedy’s life and accomplishments, read “He Changed the Face of Stanford”.
Dick Cone – A personal reflection on his contributions to California Campus Compact
Dr. Richard E. Cone (simply and fondly called “Dick” by his colleagues) passed away on April 3, 2020. He was a leader in the national dialogue on experiential education, civic engagement and service-learning since the 1970s. He provided a guiding spirit and voice in the development and evolution of California Campus Compact since its beginnings more than 30 years ago. I met Dick Cone in 1999, just prior to becoming the director of California Campus Compact (CACC). We met at a service-learning meeting and I was fortunate to work closely with him on various projects and initiatives over the next 20 years.
As the director of the University of Southern California’s Joint Education Project (JEP), Dick emphasized the importance of building strong, authentic, and reciprocal relationships with the community. In 1999, California Campus Compact created the Richard E. Cone Award for Excellence and Leadership in Cultivating Community Partnerships to honor Dick and to recognize an exemplary leader in the field of community engagement whose work has had a positive impact on campus and in the community, and who is guided by the best practices of community-campus partnerships. Dick was the first recipient of the award and was involved in selecting each subsequent winner of the award.
Dick was instrumental in moving the service-learning and community engagement work forward in California. For a decade, he hosted regional gatherings in Southern California. These networking gatherings offered community engagement and service-learning professionals the opportunity to share resources and practices with each other. These gatherings were critical at a time when service-learning was marginalized in higher education. While Dick didn’t like to be in the spotlight – preferring to hear the voices of others – there is no question that he was influential in developing a strong network of service-learning leaders in California.
After his retirement from USC, he continued to stay involved with CACC and the national community-engagement field. Dick was passionate about our democracy and the leadership of the younger generation. In 2002 when Campus Compact received a grant focused on youth engagement, Dick led CACC’s implementation of the Raise Your Voice Campaign, designed to encourage college students to get engaged in civic activities and to speak out on issues of importance to them.
In 2015, Dick had the idea of replicating the seminal 1995 Wingspread meeting that he participated in. He shared his idea with Tim Stanton and CACC, and together we created and implemented The 2017 Gathering: An intergenerational and international dialogue between service-learning pioneers and those who will build and sustain the field in the future. The purpose of this gathering was to engage in critical, cross-generational review and reflection of the service-learning field, to identify and address the field’s current challenges, to explore successful strategies, and to revisit the roots of the practice to deepen our understanding of how incorporating community service into the life blood of academic institutions improves instruction, empowers communities and enhances the civic life and skills of young people.
Throughout his career and in retirement, Dick modeled authentic and selfless leadership. He was a mentor to many in the field, including me. He supported and guided me in my leadership and professional development. I recall receiving many long philosophical emails, asking the tough questions and encouraging us to “make the road by walking”. I have fond memories of dinners with Dick and Jean at their lovely home and felt so honored to get to see the other talents Dick had (his woodworking was beautiful, as were the gardens at his home). Dick led the charge for a more just and equitable world through community engagement in higher education. Dick was a teacher, fighter, mentor, guiding light, colleague, and friend. He touched so many lives and we are all better for having known him.
CACC is pleased to announce the release of the application for the Fall 2020 Community Engagement Student Fellows. We hope you consider applying to be part of this exciting program. Application deadline is May 14, 2020.
CACC Congratulates USD’s Christopher Nayve as one of 3 recipients for the Nadinne Cruz Community Engagement Professional Award!
Christopher Nayve, Associate Vice President at the University of San Diego Named One of Campus Compact’s 2020 Nadinne Cruz Community Engagement Professional Award Recipients
Christopher Nayve, Associate Vice President for Community Engagement and Anchor Initiatives at the University of San Diego, is recognized for his long-term commitment to advancing higher education community engagement locally, nationally, and internationally. As the leader of the University of San Diego’s Anchor Institution mission, Chris has helped position the university as a Binational Anchor Institution. He has worked diligently to educate campus leaders to align procurement, hiring, and admissions practices, and other economic impact initiatives in ways that benefit local communities. More broadly, Chris has become widely recognized in the field of community engagement for his ability to forge new and long-term campus-community partnerships in the areas of housing, poverty, economic development, education, social justice, micro-finance, and diversity and inclusion.
The Nadinne Cruz Community Engagement Professional Award celebrates the ethical leadership and advocacy demonstrated by Community Engagement Professionals. For the full press release, click here.
CACC Congratulates Maria Silva as the 2020 recipient of the Richard E. Cone Award for Emerging Leaders!
María Silva, Director of Community Partnerships, University of San Diego Named California Campus Compact 2020 Richard E. Cone Award for Emerging Leaders Recipient
University of San Diego’s María Silva, Director of Neighborhood and Community Engaged Partnerships at The Mulvaney Center for Community, Awareness and Social Action, recognized for her impact on service-learning and community-campus partnerships throughout the San Diego area.
In 1999, California Campus Compact developed the Richard E. Cone Award for Excellence & Leadership in Cultivating Community Partnerships in Higher Education. Since then, the award has been bestowed annually upon an individual who has made significant contributions to the development of partnerships between institutions of higher education and communities – partnerships through which student learning and the quality of life in communities are simultaneously improved. This year, for only the second time, the Richard E. Cone Award recognizes an exemplary early-career individual who is an emerging leader in the field of community engagement, whose work has had a positive impact on campus and in the community, and who is guided by the best practices of community-campus partnerships. It is the hope of California Campus Compact that this award will inspire all higher education institutions to consider ways to deepen their efforts to institutionalize and sustain authentic community-campus partnerships.
“I am so happy that Maria is recognized in this meaningful way! She is so deserving of this award!” said Elaine Ikeda, Ph.D., Executive Director of California Campus Compact. “We are grateful for Maria’s powerful leadership as she epitomizes what this award truly means. We are excited to highlight her exemplary work in the field of service learning and civic engagement.”
María holds a Bachelors of Arts in Sociology (2012), magna cum laude from the University of San Diego (USD) and a Master’s of Arts in Migration Studies (2018) from the University of San Francisco (USF). Her role at USD has involved managing partnerships with community based organizations in the San Diego/Tijuana region. She has both worked in global community engagement as a participant and facilitator, and has had AmeriCorps volunteer experience (2012).
Community partner and local Pastor Noel Musicha shared, “I have seen her work tirelessly to advocate for the people of Linda Vista as well as broker numerous initiatives to bring resources to us. Maria’s work has had a lasting impact not only on us as neighborhood leaders and partners but also on University of San Diego students and our constituents.” He said that “Maria has also helped open up a dual pipeline that has inspired and encouraged student volunteers to come and serve alongside the community as well as help the community use space at the University campus for different neighborhood projects and programs. The list of her footprint in the work that we do together is tremendous and endless.”
Associate Vice President of Community Engagement and Anchor Initiatives at The Mulvaney Center for Community, Awareness and Social Action, Christopher Nayve wrote in his powerful nomination letter, “Maria is one of the very few people I have met who unambiguously and wholeheartedly lives and practices the concept of radical hospitality in a way that truly holds the academy accountable to equity, community, love and mutuality.” He felt that her binational orientation to Mexico and the United States was critical to her approach and allows her to naturally understand and practice how to navigate literal and figurative border crossings.
Mr. Nayve continued, “Maria has built enduring and genuine relationships with many community partners throughout the region. Her practice of developing deeply rooted, democratic, reciprocal relationships was a fundamental shift in the traditional ways universities engage in community and her approach is considered a best practice for universities that engage social innovation, community engagement, place-based justice, with an anchor mission. He concludes with “Maria’s humble and powerful approach has transformed our campus and our ability to translate her abilities to USD’s anchor institution and community engagement framework provided important learning for the students and faculty she advised…”
About the Richard E. Cone Award for Excellence & Leadership in Cultivating Community Partnerships in Higher Education
Richard E. Cone, Ph.D., has been a voice in the national dialogue on experiential education, civic engagement and service- learning since the 1970s, and has provided a guiding spirit and voice in the development and evolution of California Campus Compact since its beginnings more than 20 years ago. For 25 years, he directed the much-lauded Joint Educational Project (JEP) at the University of Southern California from which he retired in 2002. In 1999, California Campus Compact presented Dick Cone with the first Richard E. Cone Award for Excellence & Leadership in Cultivating Community Partnerships in Higher Education. Since then, the award has been bestowed annually upon an individual who has made significant contributions to the development of partnerships between institutions of higher education and communities – partnerships through which student learning and the quality of life in communities are simultaneously improved. In 2017, California Campus Compact decided to create the Richard E. Cone Award for Emerging Leaders for Community Engagement. This award recognizes an exemplary early- career individual who is an emerging leader in the field of community engagement, whose work has had a positive impact on campus and in the community, and who is guided by the best practices of community-campus partnerships. It is the hope of California Campus Compact that this award will inspire all higher education institutions to consider ways to deepen their efforts to institutionalize and sustain authentic community-campus partnerships. As it often has been said, a community’s character is reflected in the people it selects to honor. Each award will be presented on alternating years. For more information on the Richard E. Cone Award and a list of past honorees, please visit http://cacampuscompact.org/cacc-richard-e-cone-award/.
Campus Compact announces three new awards that will be bestowed on individuals and institutions who have demonstrated outstanding work in pursuit of the public purposes of higher education.
The Nadinne Cruz Community Engagement Professional Award celebrates the ethical leadership and advocacy demonstrated by Community Engagement Professionals. Each year, we will recognize an exemplary Community Engagement Professional who has demonstrated collaboration with communities focused on transformative change, a commitment to justice-oriented work, and an impact on the larger movement to build ethical and effective community engagement locally, regionally, nationally, and internationally.
The award is named for Nadinne Cruz, an innovative leader of community-based experiential learning and a pioneer of the movement for the public purposes of higher education. The Nadinne Cruz Award celebrates the ethical leadership and advocacy demonstrated by Community Engagement Professionals.
The Richard Guarasci Award for Institutional Transformation and the Eduardo J. Padrón Award for Institutional Transformation recognize 4-year institutions and community colleges, respectively, that have successfully implemented institution-wide efforts to address issues of public concern by aligning teaching, research, practice, and values in service of the common good. Through these awards, we will recognize member institutions that have undertaken comprehensive, planned efforts to advance the values articulated in our 30th Anniversary Action Statement of Presidents and Chancellors. Each year up to six institutions will be recognized.
The awards are named for two higher education leaders, Richard Guarasci, president emeritus of Wagner College, and Eduardo Padrón, president emeritus of Miami Dade College, who transformed their institutions through policy and practice to deliver on the promise of higher education to advance social, economic, and democratic participation.
The nomination period for all three awards begins on Wednesday, November 6 and will run through Tuesday, January 7, 2020. The recipients of these awards and Campus Compact’s two engaged faculty awards will be recognized at the Campus Compact Impact Awards Celebration that will be held as part of the Compact20 national conference on Sunday, March 29 in Seattle, Washington.
Submit applications for the Nadinne Cruz Community Engagement Award online at Submit applications online at compact.smapply.io/prog/nadinne_cruz_community_engagement_professional_award.
Submit applications for the Richard Guarasci and Eduardo J. Padrón Awards for Institutional Transformation online at compact.smapply.io/prog/institutional_transformation_awards.
It’s been 5 years since we moved into our new home, CSU East Bay! We are grateful for the continued partnership and support of CSU East Bay. Executive Director Dr. Elaine Ikeda receiving a staff service award from President Leroy M. Morishita, Chair, Executive Board of California Campus Compact.
California Campus Compact’s Community Engagement Student Fellowship (CESF) program is a 4-month initiative specifically designed to support student leaders advancing service, service-learning and community engagement at California Campus Compact member campuses throughout the state.
New this year is a special cohort called CESF-Youth Voice-Youth Vote. Selected students will focus their service on some aspect of voter engagement (ie, voter registration, voter education, youth-centered candidate forums) and youth voice (finding out what young people care about; providing opportunities for young people to be heard on issues, etc).
Application deadline is December 5, 2019 for the January-May 2020 program.
Member campuses are eligible to apply for both opportunities. For any questions, please contact Piper McGinley.